The Effects of Warmth-Based Instructional Intervention in Reducing the Library Anxiety of Senior High School Students

Library anxiety is a recognized psychological barrier that negatively impacts students’ ability to navigate and utilize library resources effectively. This study explores the effect of warmth-based instruction on reducing library anxiety among senior high school students through a quasi-experimental nonequivalent groups design. A total of 68 Grade 11 students were divided into a control group (traditional library instruction) and an intervention group (warmth-based instruction). The Library Anxiety Scale (Bostick, 1992) as administered before and after the intervention to assess changes in students’ anxiety levels. Results from paired and independent samples t-tests indicated a significant decrease in library anxiety for both groups (p < .001), with warmth-based instruction exhibiting a greater effect (Cohen’s d = 0.921). These findings suggest that integrating affective strategies, such as approachability and emotional support, into library instruction can significantly improve students' confidence in using library resources. The study recommends integrating warmth-based instruction into library programs to foster a supportive and engaging learning environment. Future research should explore its long-term effects, applicability in online learning, and effectiveness across diverse student populations.